FORM W

LESSON PLAN LP#: 1

Date: April 21, 2008

Teacher: Ms. Jacque Schneweis

Student: Tablemates: Sarah, Julie, Bret

Age: 8 - 9

Grade: 2nd

GOAL: To increase the students’ knowledge of the life cycle of a plant with the use of mathematics. STATE STANDARD

BENCHMARK

INDICATOR

(Grades K-2) STANDARD 3: LIFE SCIENCE – The student will begin to develop an understandin g of biological concepts.

# 1: The student will develop an understanding of the characteristics of living things.

#2: The student observes life cycles of different living things.

OBJECTIVE (ABCD format) The students will recall the stages in the life cycle of a plant with 80% accuracy using a graphic organizer.

ACTIVITIES (Estimated Time)

BLOOM’S QUESTIONS and ASSESSMENT QUESTIONS 1. Can someone please state how many stages there are in the life cycle of a plant?

The teacher will review the life cycle of a plant, the different stages, and the sequence of those stages since the students have covered this previously. The students will be given 2. Would you a guide for this section please list the of the review to help stages in the them remember what correct order? they previously learned about the life 3. Could you cycle of a plant. please name the (Approximately 5-7 second stage in minutes) the life cycle of a plant? After reviewing all of this, the teacher will 4. Could you have the students please explain the complete a graphic difference organizer. The between a students will do this seedling and a by cutting and pasting young adult the stages in the life plant? cycle of a plant in the correct order on the ASSESSMENT of graphic organizer. The objective students will then The students will

MODIFICATIONS or ADAPTATIONS RE-TEACH If the students do not remember the concept of the life cycle of a bean plant, then the teacher will go back and recover the different steps in depth using a PowerPoint over the topic. After the teacher felt that the students had grasped the concept of the life cycle of a bean plant, the teacher would continue on with the rest of the science activities in the lesson. If the students do not understand how to graph coordinates and create a line graph. The teacher would go over the steps

Worth 4 points. Rating Scale: 1=Unacceptable, 2=Acceptable, 3=Exceeds, 4=Greatly Exceeds. Objectives must be written in ABCD format! brw Revised 12/2007

FORM W correctly label each of the pictures of the stages. (Approximately 5 minutes)

be assessed using a graphic organizer. Each box in the correct order will be worth one point apiece and correctly copying the name of the cycle will be worth another point, correctly labeling each stage will be worth one point per stage, and correct use of the scissors will be one point. This will be a total of 10 points.

again slower. Then the students would practice graphing coordinates as a class on the overhead. Finally the teacher would have the students do some practice on their own. After the teacher felt that the students understood how to graph coordinates and create a line graph, the teacher would continue on with the math activities of the lesson. ENRICHMENT For enrichment of this lesson, the students would plant their own bean plants and replicate the process that Mrs. Jones’s class did. The students would also then average out their data and create a giant line graph on a giant cardboard grid. The lines will be drawn on it and the students will put the coordinates on

Worth 4 points. Rating Scale: 1=Unacceptable, 2=Acceptable, 3=Exceeds, 4=Greatly Exceeds. Objectives must be written in ABCD format! brw Revised 12/2007

FORM W the graph using pegs and then created the line graph by tying colored string to the pegs. SPECIAL NEEDS For those students with a visual impairment, these students will be allowed to sit in front of the teacher so that they can hear better. The teacher will also provide these students with worksheets that have larger print and larger pictures. These students will also be given the opportunity to have the teacher read information to them rather than having to read it themselves. ENG. LANG. LEARNERS The English learning students will have access to a translation dictionary between English and their native language. The teacher will also provide these

Worth 4 points. Rating Scale: 1=Unacceptable, 2=Acceptable, 3=Exceeds, 4=Greatly Exceeds. Objectives must be written in ABCD format! brw Revised 12/2007

FORM W

(2nd Grade) Standard 2: Algebra – The student uses algebraic concepts and procedures in a variety of situations.

students with a list of vocabulary that is both in English and their native language. Finally, the students will be given a sheet with the steps in both English and their native language.

# 4: Models – The student uses mathematical models including concrete objects to represent, show, and communicate mathematical relationships in a variety of situations.

#1: The student knows, explains, and uses mathematical models to represent mathematical concepts, procedures, and relationships. Mathematical models include: g. graphs using concrete objects, representation al objects, or abstract representations , pictographs, frequency tables, horizontal and vertical bar graphs, Venn diagrams or other pictorial displays, and line plots to organize and display data

The students will construct a graph using information about the life cycle of a plant with 80% accuracy.

After the students have completed their graphic organizers. The teacher will go over how to graph a series of coordinates on a graph to form a line graph. The students will be given a sheet of graph paper and a half a sheet with coordinates on it. The teacher will help the student to plot the first few coordinates and then the students will do the rest. After they have plotted their coordinates, the teacher will explain how to turn all of those plotted coordinates into a line graph. (Approximately 5 minutes)

QUESTIONS 1. Can you please explain how to plot a point on a graph?

After the students have grasped the concept of plotting coordinates and making a line graph,

5. Can you please identify what the x-axis and the yaxis on this graph represent?

See Above

2. Could you please state which axis is vertical on the graph and which axis is horizontal on the graph? 3. Would you please recall what the name of the two numbers in parentheses? 4. Can someone please describe what the line graph will represent?

Worth 4 points. Rating Scale: 1=Unacceptable, 2=Acceptable, 3=Exceeds, 4=Greatly Exceeds. Objectives must be written in ABCD format! brw Revised 12/2007

FORM W (4.1.K2, 4.2.K1, 4.2.K2) ($);

the teacher will give the students a real life situation, Mrs. Jones’s Bean Bonanza, about a class who plants bean seeds and then measures the plants every day until the bean plant begins to bloom. After reading the story, the students will then graph the growth of the plant on a line graph. (Approximately 10 minutes)

ASSESSMENT of objective The students will be assessed on several areas of the graph. Each area will be worth 1 point. These areas include: correctly labeling the x-axis and yaxis, numbering each of the axis’s correctly, giving the graph a title, plotting each of the coordinates correctly, and connecting the points to form the graph. This will total 20 points.

GRAPHIC ORGANIZER (used in lesson): Cycle 4 Graphic Organizer LITERATURE (books read in lesson): Mrs. Jones’s Bean Bonanza by Jacque Schneweis MATERIALS (used in lesson): Pencils, Scissors, Glue, Plant Life Cycle Stage Pictures, Graph Paper with Grid, Life Cycle of a Plant Guide, Practice Coordinates TECHNOLOGY (used in lesson, which specifically refers to electronic equipment: audio-visual devices, overhead projectors, computers, calculators, video and still cameras, adaptive technology, robotics, etc.): Laptop for research and creation of lesson plan lesson plan Bloom’s Questions 1. Can someone please state how many stages there are in the life cycle of a plant? 2. Would you please list the stages in the correct order? 3. Could you please name the second stage in the life cycle of a plant? 4. Could you please explain the difference between a seedling and a young adult plant? 5. Can you please explain how to plot a point on a graph?

Worth 4 points. Rating Scale: 1=Unacceptable, 2=Acceptable, 3=Exceeds, 4=Greatly Exceeds. Objectives must be written in ABCD format! brw Revised 12/2007

FORM W 6. Could you please state which axis is vertical on the graph and which axis is horizontal on the graph? 7. Would you please recall what the name of the two numbers in parentheses? 8. Can someone please describe what the line graph will represent? 9. Can you please identify what the x-axis and the y-axis on this graph represent? References KSDE. (2006). State Standards. Retrieved April 8, 2008, from http://www.ksde.org/Default.aspx?tabid=1678

Photographs retrieved April 10, 2008 from http://etc.usf.edu/clipart/19800/19872/beanlife_19872.htm

Worth 4 points. Rating Scale: 1=Unacceptable, 2=Acceptable, 3=Exceeds, 4=Greatly Exceeds. Objectives must be written in ABCD format! brw Revised 12/2007

lesson plan

Apr 21, 2008 - the stages in the life cycle of a plant in the correct order on the graphic organizer. The students will then. QUESTIONS. 1. Can someone please state how many stages there are in the life cycle of a plant? 2. Would you please list the stages in the correct order? 3. Could you please name the second stage in.

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